PROPOSED NATIONAL SCHEMA TO LEAD INCLUSIVE EDUCATION

FOR CREATION POSITIVE POSITION FOR DISABILITY IN THE

PALESTINIAN COMMUNITY

INTRODUCTION

Following the universal design concept, inclusive education involves making major adjustments

to the whole educational system. (Organization, 2011) As a concept, strategy, and a process

which is continually developing inclusive education promotes diversity among students

(including those with disability), tries to increase their capacities and enhances their aptitude in a

secure schooling. It stimulates and equips them with skills necessary to be a useful and respectful

constituent of society. This research will cover a proposed national schema to lead inclusive

education for creating positive position for disability in the Palestinian community through a

systematic approach.

BACKGROUND OF THE STUDY

Disability

The explanation of disability by ICF is vastly used and manipulated in documentation of

governments as well as NGOs. According to the ICF, disability means:

 Impairments
 Difficulties in performing and executing activities
 Difficulties with participation in any area of life.
"Disability comes from the interplay between individuals with impairments and attitudinal and

environmental barriers that prevent their full and effective involvement in society on an equal

footing with others," according to CRPD of UN.

Disability Statistics of Palestine

According to World Health Organization, around one billion people worldwide live with a

disability or impairment, with nearly 200 million experiencing significant difficulty in

functioning about 130000 of them are living in Palestine. In the first census, 1.8 percent of

Palestinians were disabled, including 1.9 percent in the West Bank and 1.6 percent in Gaza.

Palestine’s legal and policy framework

“Law No. 4 -1999 of disability rights” emphasises disabled people's rights (and responsibilities)

to a free and fair living, as well as equal accessibility of resources as non-disabled individuals,

and prohibits deprivation of rights based on disability. The Palestinian state is responsible for

protecting disabled people's rights and raising awareness about them. It should also ensure that

individuals with disabilities have equal educational opportunities in all aspects, as well as offer

suitable curriculum, methodologies, amenities, skilled educators and conduct disability (ies)

assessments.

International context

According to Article 26 of Universal Declaration of Human Rights: "Everyone has the right to

education". A number of international accords guarantee the right to education. Educational

rights have been expanded upon in subsequent international agreements.

Special education
Special education is a notion based on the assumption that there is a unique group of students

with "special educational needs" who require special, typically separate/segregated services.

Special education has a tendency to see the issue as originating with the kid rather than with the

educational institution. It fails to recognise that many 'special' requirements of students may be

met by fundamentally improving the excellence of learning and teaching inside the regular

educational system, without any need for synchronous or separate services. Special education

ignores the fact that any kid, at some point, may have a "special" need in terms of accessing,

participating in, or excelling in school. Many children in Palestine are put in ‘special education’

settings when they might be learning and improving successfully in normal schools (if the

schools' / teachers' quality was enhanced). As a consequence, several children having the most

severe disabilities, who would otherwise need more specialised assistance, cannot get to enroll in

specialized environments and, as a result, are unable to complete their education.

Integrated Education

"Integrated education" and "inclusive education" are not interchangeable. The process of

integrating excluded students (typically those with impairments) into the normal school system is

known as integrated education. Integrated education, on the other hand, does not entail major

modifications to teaching and learning methods or the educational system as a whole. The

youngster is supposed to adjust to and 'cope' with the current educational system, but no attempts

are attempted to modify it. “Integrated education” is frequently used as a bridge between

traditional and inclusive education. To date, many programs in Palestine have focused on

“integrated education”, which is viewed as a critical first step in establishing an “inclusive

educational system”.

Inclusive Education
Inclusive education believes that it is not the fault of children who are unable to access,

participate in, or accomplish in school. Instead, there is a problem with the system itself. As a

result, inclusive education necessitates essential adjustments to the initial educational system

which involves regulatory frameworks, funding distribution, instructional methods, curriculum,

evaluation, and infrastructure, among other things in order for schooling to become versatile and

adaptable to the requirements of all learners – they introduce a learner-centered approach.

“Inclusive education” is "twin-track" strategy, addressing both broad, structural barriers to

inclusion and particular efforts to provide tools or help to children who are more highly prone to

exclusion.

PROBLEM STATEMENT

The idea of this study came about as a result of discussions with some colleagues and honorable

supervisor. Differing views emerged including doubts about a standard inclusive education

particularly for disables in Palestinian community. A proposed national schema can play crucial

role in implementation of “inclusive education”. It appeared important to investigate potential

roles in the introducing and adopting “inclusive education” in the Palestinian community for the

purpose of fostering a positive attitude toward disability.

SIGNIFICANCE OF THE STUDY

The goal of inclusive education is to establish a learning environment that appreciates

heterogeneity and eradicate prejudice. Consequently, it is important for creating a fair and

inclusive society. This must be perceived as much more than a model for education delivery in

Palestine. In Palestinians’ understanding of “inclusive education”, “A child-friendly and child-

centered school is an inclusive school”. Inclusive school respects and promotes fundamental
rights of children which includes right to education, social equality, safety, healthcare,

sustenance, cultural experience, and the freedom to speak out in a democratic educational

system. This awareness of fundamental rights of children also play vital role in the growth of a

society that values variety and diversity. Separate, parallel education systems for various groups

of students are not only discriminatory, but they are also costly. It is commonly believed that

inclusive education’s cost is much less than cost of having established adequate number of

distinct specialized schools hiving the potential to facilitate all children with disabilities.

According to the UN 'Handbook for Parliamentarians' on CRPD, "Inclusive educational settings

are generally less expensive than segregated systems...a single, integrated educational system

tends to be less expensive than two separate ones. By using a single system cost of

administration and management can be reduced." (ALADINI, 2020) Inclusive education, as a

concept, approach, and continuing process, celebrates students' differences, aims to improve their

competence as well as maximise their capability inside a safe educational atmosphere, stimulates

and equips students with the basic skills they need to be useful members of society. This entails

making adjustments to policies, resource allocation, instructional techniques, curriculum,

assessment, infrastructure, and other factors so that schools become more adaptable to needs of

all students. The strategy takes a 'twin-track' approach, aiming to create structural improvements

while also giving individual help. It recognises that both tracks must be implemented at the same

time in order for inclusive education to become a reality. UNESCO says that, “inclusive

education is a process of addressing and responding to the diversity of needs of all children,

youth, and adults by increasing participation in learning, cultures, and communities, and

reducing and eliminating exclusion within and from education." It comprises changes and

updates to content, methodologies, structures, and tactics... and also a view that all children
should be educated by the normal system. (Ainscow, Slee, & Best, 2019) In addition, according

to UNESCO, inclusive education is "critical to achieving high quality education for all learners

and the creation of more inclusive society." (Ainscow, 2019)

HYPOTHESIS

Explore the prospect of a project to look at the function of “decision tree” as a tool of developing

national schema that would lead to inclusive education for creation positive position for

disability in Palestinian community.

RESEARCH OBJECTIVES

The study's overarching objective is to research and characterize a proposed national schema to

lead inclusive education for creation positive position for disability in Palestinian community. It

is the purpose of this study to understand how a proposed national schema can lead inclusive

education for creation positive position for disability in Palestinian community.

RESEARCH QUESTION

The problem to be researched is formulated as follows:

How to formulate a proposed national schema to lead inclusive education for creation positive

position for disability in Palestinian community?

LITERATURE REVIEW

People with impairments exist in all colour, gender, race, age, sexual orientation, and religion.

Well over 15 percent of total of the world's population which is about one billion are having

some kind of disability. The World Health Organization claims a total of 150 million children are
predicted to be disabled, with 80% of them residing in developing nations. (Organization, 2011).

“The World Conference on Special Needs Education” celebrated its 25th anniversary in 2019.

The Salamanca Declaration and Framework for Action on Special Needs Education, held in

Salamanca and co-organized by the Spanish Ministry of Education and Science and UNESCO, is

without a doubt the most significant international document on the subject of special education.

It accomplished so by embracing the notion of “inclusive education”, which will go on having a

huge impact in the years ahead. (Ainscow et al., 2019) Within the context of the United Nations'

2030 The Sustainable Development Goals or Global Goals, UNESCO will use its unique

convening capacity to offer fresh momentum to inclusion by addressing topics such as:

 How can we promote laws, policies, programmes, and practises that guarantee

inclusiveness and equity in education?

 What steps should governments take to put ideas into effect so that inclusive learning
environments may be created?
 What proposals can we suggest to promote educational fairness and inclusion?

In order to steer the continuing development of national policies and programs, this discussion

paper examines “past, present, and future” in relation to concepts articulated in Salamanca

Statement. As a result, it illustrates how misunderstandings about the meaning of crucial

concepts like inclusion and equity have often stymied progress. It also demonstrates how recent

international policy texts have aided in the clarification of these notions. (Ainscow, 2019)

The growing emphasis on inclusion and equity in education has resulted from the worldwide

policy setting. It characterises the “World’s Conference on Special Needs” which was held in

Salamanca, Spain, from June 7 to 10, 1994, and the actions that resulted from it. It is critical to

analyse Salamanca's influence in the context of other worldwide developments. The UN's EFA
(Education for All) movement has worked to guarantee that every student has access to high-

quality basic education since 1990. The EFA Declaration lays forth a broad vision that entails

being proactive in recognising the impediments that certain students face in their pursuit of

opportunities for education. Also it requires recognising resources available at the regional and

local levels as well as putting them to use in the face of such challenges. The “World Education

Forum” summit in Dakar in 2000, which was held to assess the previous decade's

accomplishments, reaffirmed this goal. As a result of the Forum, a stronger focus on

inclusiveness has been placed. EFA (Education For All) should prioritise the requirements of the

underprivileged and poor, which include child workers, isolated rural residents and tribespeople,

ethnolinguistic minority communities, children and youth impacted by violence, Aids, lack of

food, and health problems, and those with special educational needs, according to the report. The

delegates agreed on the Dakar Framework for Action, confirming their determination to achieve

“Education for All”. Focused on evaluating the notion of inclusive education and the extent to

which it is being implemented in Palestinian schools. The report also addresses the difficulties

that school staff members experience while adopting inclusive education in their classrooms. The

researcher employed a descriptive technique to meet the study's objectives. The researcher spoke

with 30 instructors who were picked at random from 10 UN Relief and Works Agency

(UNRWA) schools in Gaza's central district. Six questions were asked during the interview. The

outcomes were favourable because the instructors effectively used the resources from the

inclusive education project. Teachers demonstrated the challenges they have while implementing

inclusion, as well as techniques and solutions for overcoming them. The study suggests that

stakeholders offer appropriate training for school workers and provide schools with instruments

and resources to aid in the implementation of the effort. (ALADINI, 2020) . Ware and Jean
examine the impact of devolution on educational policy in Wales, as well as the implications of

inclusive classroom education. It is set against the backdrop of Wales' population, that are

claimed to have significant influence on policies and overall nature of education programs. First

focus of the conversation is on concerns concerning the Welsh language. The article then

discusses the potential impact of four policy initiatives designed to address Wales' weak results

in the International student Assessment, and also the Fact Sheet on revamping Wales' special

educational system. This is too early to predict how these improvements will affect students with

special needs, but the differences from the English revisions highlight the underlying

inconsistencies in special education systems. The Tabberer Report's legitimate criticism of the

Welsh teacher education system, which highlights the importance of teacher development being

strongly linked to relevant research, is argued to deliver an improvement in the efficiency of

education in Wales for all children; however, massive investment and a readiness to adoption

and application conflicts between the various initiatives are required to accomplish such an

outcome. (Ware, 2014) .Tobias Buchner and Michelle Proyer are worried about the current state

of inclusive education policy in Austria and their influence on teacher education. Most policies

relating to inclusive education, as we suggest, are still centred on disability. A subsequent

analyses included a teacher education policy changes for inclusive education, whereby it, while

promoting specific aspects of inclusive education, is nevertheless influenced by independent

model narratives, like binary student categories (disabled) founded in the 1960s. (Buchner &

Proyer, 2020)

The purpose of Kathryn Ann Botham’s research was to determine the influence of an

institutional CPD scheme associated to the UK PSF and through questionnaire and interview,

leading to HEA Fellowship on the views of academic personnel. The research shows that
participating in a HEA-accredited PSF program affects a scheme applicant's perception of their

work and improves colleagues' academic growth through mentorship and leadership. (Botham,

2018).

CONCEPTUAL FRAMEWORK

Structures and systems

Concepts
 All educational policies and procedures
must be guided by the notion of inclusion.
 The curriculum, as well as the evaluation
mechanisms that go with it, must be
constructed with all learners in mind.
 All child-serving organisations, including
health and social services, must be aware
of and embrace the policy goals for
supporting inclusive education.
 All learners' presence, involvement, and
accomplishment must be tracked through
systems.
 Support for vulnerable categories of
students, such as disabled students, should
be of high quality.
 In order to coordinate inclusive policies
and practises, all services and institutions
that interact with children must
collaborate.
 Human and financial resources must be
deployed in ways that help
underprivileged groups of students, such
as disabled students.
 Specialized availability, like rehabilitation
centres and other entities, must play a
clear role in fostering inclusive education.

“Inclusive Education” For Creation

Positive Position For Disability In The
Palestinian Community

Practice
 School systems must have approaches for
Policies inspiring the involvement, cooperation
 In important policy texts, the advocacy of and accomplishment of all students from
inclusive education must be prominently their local communities.
highlighted.  Learners who are at risk of
 Senior officers have to provide solid marginalization, exclusion, or
leadership on inclusive education. underperformance must be supported in
 Leaderships must identify clear stated school.
goals for the development of inclusive  Teachers in training must be prepared to
educational practices. cope with a broad spectrum of students,
 Non-inclusive educational practices must including those having disabilities.
be challenged by leaders at all levels.  Teachers must be able to participate in
ongoing professional development related
to inclusive practices.
METHODOLOGY

Research approach which has been chosen is based on decision tree and its evaluation, since the

study is about individuals which are disabled and making inclusive education possible for them

in Palestinian community, it is aimed to gain a deeper and more practical implementation of the

proposed national schema. This research looked at experts' perspectives on the development of

the National Schema, as well as their thoughts on the potential of a project that looked into the

function of decision trees as a tool for constructing the National Schema. Borg and Gall's

educational R& D technique was used in the research design.

STUDY POPULATION

For the 2012/2013 school year, the net enrolment rate for first grade was 99.7%. In 2012/2013,

98 percent of 6-year-olds were enrolled. For 7-year-olds, it was 100% and for 17-year-olds, it

was 69%. Among 7-9-year-olds, there was a gender divide in enrolments, with boys surpassing

females. There was no difference between 10-11-year-olds and 12-17-year-olds, although there

were more girls than boys enrolled in secondary school, indicating that male dropout rates are

higher. The EFA’s “Global Monitoring Report” 2013-14 also reveals that females have a longer

school lifetime and a better transfer rate to secondary school than boys. (UNESCO, 2013) In the

West Bank, yearly dropout rates grew for both primary and secondary levels from 2008 to 2012,

whereas in Gaza, for primary annual dropout rates increased but declined for secondary level.
High dropout rates in East Jerusalem have been recorded, with 36 percent of Palestinian

youngsters failing to finish 12 years of education. According to the EDSP 3, 37.6 percent of

people with impairments lacked educational opportunities, 33.8 percent of those who were

enrolled and completed some schooling but quit before finishing secondary school. (Mosleh,

Aljeesh, & Dalal, 2016). According to the EDSP 3, in the West Bank, disability affect less than 1

percent of the total number of students in public schools. According to poll by the “Palestinian

Central Bureau of Statistics” in 2011, 7% of the Palestinian population has a handicap. These

findings imply that many children with disabilities in Palestine are now unable to attend public

schools. However, there is no up-to-date database that records information about disabled

children. Dropout rates, gender - based discrimination, and minimal enrollments among disabled

children in public schools highlight the demand for a greater emphasis on comprehending why

certain children are unable to access or remain in school, as well as what could be addressed that

will render education more meaningful, responsive, and beneficial to them (i.e. inclusive).

STUDY SAMPLE

Pilot study sample

A pilot study as proof-of-concept research for the national schema has been carried out.

Formal Study sample

The study required the participation of a group of experts to reflect the range of experiences,

academic qualifications, and professional roles. A formal research sample is made up of a group

of pupils.

METHOD OF DATA COLLECTION

Most decision tree software tools, or montecarlo, employ this representation to express a tree in a

compact form. For calculations, each green uncertainty node is connected to each of the branches

that follow it. Only the uncertainties that had the greatest impact on the predicted profitability of

the invention were included in the condensed decision tree. The sample decision tree was built

using an influence diagram. This study's research approach was based on Borg and Gall's R& D

methodology. The development of a mooc by R&D dissertation should be confirmed in several

ways. As a result, the criteria for each phase of the R&D process were meticulously followed.

The seven-step development cycle that was employed in this study is described in this section.

Field-testing, assessment, and refining are all part of the process of developing viable

educational goods and programmes. Using the R&D process, the development of producing

mooc may be possible. The purpose of the R&D process is to connect educational research with

educational practise.

DATA ANALYSIS METHOD

Research and Developing

Preliminary Revising Main
Information Planning Preliminary Form
Field Testing Product
Collection of Product

Disseminating Revising
Revising Final Operational Main Field
and Operational
Product Field Testing Testing
Implementing Product

1. Research and Information Collection:

Research begins with a review of relevant literature, a need analysis, and the creation of a

framework.
2. Planning:

It include developing skills and knowledge in relation to the research challenge,

establishing objectives for each stage, and planning research steps and the necessary

feasibility studies.

3. Developing Preliminary Form of Product

This process involves producing and analysing the supporting components, as well as the

guidelines and manuals, to create the preliminary educational product, also known as a

trial product.

4. Preliminary Field Testing

The preliminary product is evaluated on a small scale with a few selected parties (3-4)

through interview, questionnaire, or observation in order to obtain and assess data for the

next step.

5. Revising Main Product

The preliminary/trial product is updated using the information acquired in step four.

Depending on the outcomes of the trial product, the modification is likely to be done

more than once. The modification is now ready for further rigorous testing.

6. Main Field Testing

This process is also known as primary testing, and it involves exposing the improved

educational product to a larger number of people (5-15). The data is frequently gathered

using a qualitative manner. Some goods require an experimental study design in order to

obtain exact feedback/data for the next phase.

7. Revising Operational Product

 In this stage, the redesigned product is revised again depending on the data gathered in

step six. The product is subsequently turned into an operational model design that can be

tested.

8. Operational Field Testing

Interviewing, observing, or surveying a large number of individuals validates the

operational model (30-40). The data serve as the foundation for the final revision of the

product. Its goal is to see if the approach is ready to be used in educational settings

without the need of researchers as counsellors.

9. Revising Final Product

Step eight involves totally revising the product based on the new information and

releasing it as the final instructional product.

10. Disseminating and Implementing

Seminars, publications, and presentations to connected stakeholders are used to

disseminate the product to the general public, particularly in the sector of education.

GANTT CHART
 Proposed National schema to lead inclusive education for
creation  positive position for disability in the Palestinian
community

Thesis writing
Presentation
Final Tests
Finalizing
Adjesting and Changing
Testing Machine
Accembling All equipments
Finding sensorss and other electrical equipements
Designing of Frame
1-Dec 20-Jan 11-Mar 30-Apr 19-Jun 8-Aug 27-Sep 16-Nov

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Ainscow, Mel, Slee, Roger, & Best, Marnie. (2019). the Salamanca Statement: 25 years on: Taylor &
Francis.
ALADINI, ALAA. (2020). Inclusive Education from the Teachers’ Perspectives in Palestine. Creative
Education, 11, 2443.
Botham, Kathryn Ann. (2018). The perceived impact on academics’ teaching practice of engaging with a
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Buchner, Tobias, & Proyer, Michelle. (2020). From special to inclusive education policies in Austria–
developments and implications for schools and teacher education. European Journal of Teacher
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Mosleh, Marwan, Aljeesh, Yousef I, & Dalal, Koustuv. (2016). Burden of chronic disease in the Palestinian
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health and care, 13(3).
Organization, World Health. (2011). World report on disability 2011: World Health organization.
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